In March of 2020, the United States (U.S.), like many other countries around the world, faced an international pandemic unlike any other in recent times. Elected government officials recommended or mandated the closing of PK-12 public schools. These decisive actions led to unprecedented challenges, but also unique opportunities for public education. The researchers conducted a three-part research study focusing on school leadership during the pandemic. This article is based on the third part of the study focusing on the perceptions of school superintendents about their leadership during the pandemic in one state in the mid-Atlantic region of the U.S. This qualitative study is based on the naturalistic inquiry design that affords the researcher the opportunity to study an event in real-time as it naturally unfolds (Lincoln and Guba, 1985). Interviews were conducted with Superintendents in February and March 2021. The researchers used a semi-structured interview protocol consisting of nine open ended inquiry-based questions. The purpose was to investigate how superintendents and school divisions were using "The Coronavirus Aid, Relief, and Economic Security (CARES) Act" funding (U.S. Treasury, n.p.). Based on the data gathered from this study, it became abundantly clear how superintendents used their CARES funds and what that revealed about their priorities. Spending patterns revealed their unwavering support of students and staff and focused on safety and teaching and learning. Superintendents were strategic in their decision making to ensure the CARES funding was used for the greatest common good, both individually and collectively. Many long-term projects and facilities improvements were now possible because of this infusion of funds. Superintendents used this opportunity to effect change: change in instruction, change in instructional delivery, and change in facility disrepair.